Harrietsham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils describe the school as a 'gigantic family'. This gives them a sense of belonging and security. The school has expanded pupil numbers recently.

However, pupils and adults appreciate how the school has maintained a 'small school feel'. Pupils and staff enjoy warm and positive relationships.

The school has clear expectations for pupils' achievement.

The school has undergone a leadership transition, but high ambition for behaviour and learning has been maintained. Pupils believe in these expectations and work to 'be their true selves and do their best'. From Reception onwards, pupils take pride in their learning and achieve well.

The school is inc...lusive and teaches pupils to appreciate differences. They learn about different faiths, cultures, and abilities, which ensures that everyone feels welcome in the school. As a result, pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), feel included and actively participate in the school community.

This creates a harmonious and welcoming environment. Pupils are confident they can speak to someone about any worries they may have and know these will be addressed promptly.

What does the school do well and what does it need to do better?

The school has designed an interesting curriculum that reflects its increasingly diverse community.

This is well considered from Year 1 onwards and contains the precise knowledge and skills that staff intend pupils to learn. For example, in geography, there is a well-defined progression of fieldwork skills. Younger pupils learn about simple locations within the school and what this looks like on maps.

Throughout each year group, pupils gradually build their understanding so that, by the end of Year 6, pupils use scaled maps, mapping symbols and coordinates with confidence and accuracy. In Reception, the curriculum beyond mathematics and reading is in place but is less precisely defined.The school has considered what pupils will learn and in what order.

Staff follow the planning closely to help pupils to deepen knowledge gradually over time. They use a consistent approach, which supports pupils to learn the curriculum. For example, teachers recap previous learning to help pupils to connect new learning over time.

Staff identify pupils who may have additional needs and adapt their teaching to support these pupils well. Pupils, including those with SEND, are proud of their achievements and keen to explain what they have learned. Pupils can recall learning over time confidently, which means they are well prepared for the next stage of education.

Pupils' achievement in published test results matches the national average. Those who are disadvantaged achieve equally positively.Pupils behave well.

They told inspectors they trust adults in school to 'listen and speak to us respectfully and never shout.' This was strongly felt in the school's Gypsy, Roma and Traveller communities, who feel celebrated and understood by the school. From Reception onwards, consistent routines and high expectations are evident in lessons.

Pupils across the school can articulate thoughts and feelings to peers and adults using language they have been taught to express themselves and to mediate disagreements. Playtimes are cheerful and kind spaces, and pupils interact positively. Attitudes to learning are universally positive and reflected in pupils' good punctuality.

The school has improved pupils' overall attendance; however, some groups have not fully benefitted from the school's efforts. Consequently, some pupils miss school too often, leaving gaps in their learning.

The school is committed to developing pupils into well-rounded modern citizens.

It prioritises broadening the horizons of all pupils, especially those who are most disadvantaged. Staff use exciting opportunities to develop pupils' character, such as music events at the Royal Albert Hall and work with the community through the courageous advocacy programme. Pupils are supported to understand and live out the school values of love, forgiveness, and fellowship.

This creates a nurturing and welcoming school for all. As one pupil reflected, 'Our school is a kind place that welcomes everyone'.

Leaders at all levels are committed to the school's future.

There has been a period of leadership transition at the school, but governors have maintained consistency throughout this period. Alongside fulfilling their statutory duties, they have continued to challenge the school to ensure that the provision continues to improve. Interim leaders have provided effective professional development to help all staff support individual pupils.

This is reflected in one parent's comment, 'My children feel listened to, but also challenged to do their best.' Staff, parents and pupils all highly recommend the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils who are disadvantaged do not attend regularly enough. These pupils are missing important learning and developing gaps in their understanding. The school must redouble its efforts to work with families to improve attendance for all pupils.

• In Reception, the curriculum outside of reading and mathematics needs refining. On occasion, the most important content is not precisely defined, so staff are not consistently clear about the most important knowledge and skills to emphasise. The school must accurately set out and sequence what it intends children to know and remember across all areas.

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